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Authentic learning in educational leadership: Aspiring principals helping schools analyze student data

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dc.contributor.author Griswold, Philip A.
dc.date.accessioned 2006-09-02T14:19:17Z
dc.date.available 2006-09-02T14:19:17Z
dc.date.issued 2006-08
dc.identifier.issn 1558-7320
dc.identifier.uri http://hdl.handle.net/1951/35264
dc.description.abstract A graduate course required for principal certification was restructured to illustrate authentic learning in partnership with local school principals. In this data driven decision-making course, students, principals, and the professor collaborated on problem-based learning tasks. At the end of the course, the aspiring principals identified school instructional needs, accessed and analyzed district student data, and made decisions that were reported to the participating schools. The graduate students valued the experiential nature of the school-university partnership. They learned the difficulty of defining a feasible evaluation question and accessing appropriate data. These aspiring principals mastered the basics of two data analysis software tools. They became confident in using data and were convinced that more effective decisions can be made when clearly defined questions are answered based upon appropriate data. All graduate students admitted to initial trepidation with the unconventional ambiguity they dealt with, but overcame it with patience and practice to achieve an understanding of authentic learning. en
dc.format.extent 205249 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.relation.ispartofseries Journal of Authentic Learning en
dc.relation.ispartofseries vol. 3, no. 1 en
dc.subject educational leadership en
dc.subject principals en
dc.subject school partnerships en
dc.subject problem-based learning en
dc.title Authentic learning in educational leadership: Aspiring principals helping schools analyze student data en
dc.type Article en


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